Citation

Kee M, Hill SM, Weist MD. Educ. Treat. Child. 1999; 22(2): 171-178.

Copyright

(Copyright © 1999, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The present case study reports the use of ignoring, positive reinforcement, passive restraint and time-out in the treatment of a 10 year-old girl with profound retardation. Disruptive behaviors in the classroom and home environments included hitting, spitting and cursing. Implementation of ignoring of negative behaviors along with passive restraint in response to hitting or spitting, and verbal praise for positive behaviors was associated with an initial increase in cursing, which then declined over three sessions. Negative aspects of the passive restraint procedure led to implementation of time-out which was associated with maintenance of all three behaviors at low levels for 25 days following its initiation. Behavioral improvements were reported to be maintained until the end of the school year (6.5 months after baseline observation). This pilot study underscored the importance of collaboration between educational staff and behavioral consultants for effective behavioral interventions in school.

Language: en